Differences in self-concept between gifted and non-gifted students: A meta-analysis from 2005 to 2020

Gifted students (i.e., those who are more likely to achieve extraordinary goals in one or more domains) generally differ from the nongifted students in some of the dimensions of selfconcept (i.e., a person's perception of him/herself). However, the current research on giftedness has evolved to introduce new possible moderators of these differences so it has become necessary to carry out an update on the topic. The aim of the present metaanalysis (reference: CRD42018094723) was to synthesise the studies since 2005 on differences in selfconcept between gifted and nongifted students. The results showed that gifted students have higher levels of general and academic selfconcept, especially in math selfconcept. However, no differences were found in behavioural and emotional selfconcepts, and only slightly lower scores in social selfconcept. In physical selfconcept they scored significantly lower than nongifted students. The differences in this subdimension are moderated by identification procedures, geographical area, and age, so it is suggested that social stereotypes about giftedness as well as physical activity habits may be some of the reasons for these differences.